Second, create scenarios to increase students' interest and cultivate their thinking and analytical abilities.
History class is sometimes boring, and students fall asleep easily. How to improve students' interest? How to draw students back from Duke Zhou's chat? This is an important question. Comenius, a great educator, once said, "Interest is one of the ways to create happy and bright teaching." Students' interest is a good medicine to learn history well and the key to cultivate students' ability. He is not interested, just like the stubborn donkey who refuses to move forward. I often create some carrots, such as using numbers and pictures, skillfully designing problem situations, mastering language skills, incorporating fascinating stories, pop songs, concise allegorical sayings or couplets, interesting folk songs, beautiful music, enlightening riddles, humorous cartoons and so on. Let students have different feelings, discoveries, experiences, strong interests and such a positive attitude in class. For example, when it comes to the development and stagnation of modern Eve, whether to introduce this lesson: kneeling on one knee or kneeling on both knees. The story of Maagel, the British minister, coming to China during the Qianlong period. What is the attitude of Emperor Qianlong? Why is Emperor Qianlong so awesome? What's Maagel's attitude? So what effect did this attitude have on China? Decades later, what did a little boy who accompanied him do that shocked China? It drives students to think about the comprehensive national strength of China in the Ming and Qing Dynasties, but it also exposes the arrogant characteristics of China rulers. For example, when talking about the content of Shang Yang's political reform, it was introduced with stories. That is, a reformer in ancient China, worried about people's distrust before implementing the political reform, erected a 30-foot-high wood at the south gate of the city and ordered:' Whoever moves this wood to the north gate will be rewarded with twelve ounces of gold.' People were surprised, just watching, and no one moved. The reformers ordered that the reward be increased to 50. A man moved the wood to the north gate and rewarded him with fifty gold, indicating that once the decree was issued, it would be resolutely implemented. Do the students know who this reformer is? The students quickly answered that Shang Yang was interested. I take this opportunity to guide students to think about what kind of person Shang Yang is. Why should we carry out political reform? What are the contents and achievements of the reform? Shang Yang's political reform conformed to the trend of historical development. Why was he punished for disassembling a car? So as to improve students' interest. High effectiveness, they also cultivate their thinking ability from stories.
Third, collect classic questions and strengthen the training of related materials. Most students' attitude towards history homework is: only do multiple-choice questions and look at the stems and answers. When the teacher wants to check, write down the questions and answers. Few historical materials appear in the question and answer questions carefully and then analyze them against the answers. When it comes to exams, students often spend dozens of minutes reading the materials, but they don't know how to write them. Due to the lack of contact with historical materials and real training time, most students have formed a habit: fear of historical materials. When I saw a pile of historical materials, I began to be afraid, especially some ancient historical materials of China in ancient history. The foothold of college entrance examination is students' ability to answer questions, that is, the ability to discuss and demonstrate. In the face of this situation, another key point of my teaching is to start with the weakest points of students facing the test questions, collect new comprehensive questions extensively, strengthen the training of new questions after class by using vertical and horizontal methods, induction and summary, and arrange a comprehensive question or material question every day, and the teacher will guide and summarize the answers. In addition, make good use of the review materials that students have. Students are strictly required to complete their homework and constantly improve their ability to analyze materials from homework. And put away the relevant answers of the materials, and come up with some questions for analysis and answer on a regular basis. Last year, a senior three student I took did well in the college entrance examination, exceeding 700 points. In the next semester of senior three, I gave them a lot of thinking questions and asked him to bring them to me every time to check his completion. The effect is good.
Talk to students psychologically, so that students are no longer afraid of historical materials. Usually go to the classroom to talk to students after class or before class, and you will get something. Today's children are maverick in their thoughts, and the society they contact is very complicated. They have different interests, but they are also eager for the care of teachers, especially some students who want to learn but don't know how to learn. Relieve the pressure of each of his students after chatting more.
Fourth, change teaching methods and present different classroom teaching methods. Teachers' long-term single teaching mode will be very boring. The active students, who endured the unfavorable silence for so long, slowly entered the situation of chatting with Duke Zhou. I also encountered such a situation in teaching. They are tired in class, so I don't talk much. Combined with this lesson, I will give them some thinking questions, such as the Reform Movement of 1898. What are the similarities and differences between Meiji Restoration and the Reform Movement of 1898 in China? Encourage them to compare from economy, politics, culture and nature? What is the fate of Saigō Takamori and Kang Youwei? Thinking can stimulate students' interest, change the boring atmosphere and make the classroom more effective.
Fourth, master the basic methods and skills of doing problems.
In fact, this kind of historical data analysis requires students to obtain information from written language, and organically combine the new information extracted from material reading with the existing knowledge and experience in their minds to form a new knowledge structure. To put it bluntly, it is to examine students' Chinese reading comprehension and expression ability.
Ask students not to rush to read long materials after getting historical materials, but to examine the questions first-the questions after reading the materials. Investigating the meaning of the problem is the key to success. After you get the question, you must read it silently for three times, and master the format and key words of the question, whether it is analysis, comparison, narration, generalization, evaluation quotations or realistic hot spots. Read and investigate several questions in this question. What are the specific requirements of each question and what is the relationship between the questions? In other words, it is necessary to understand the key words of the topic and then read the material with questions, so that it is easy to go back to the textbook and remind students where this knowledge point is. There are several knowledge points.
Read the material carefully after you come back and find useful information. After clarifying the direction of the question, read the material with the question. The analysis of historical materials reflects the characteristics of history discipline and is the premise of answering questions. The key to this step is to count the number of issues first, and see that a few words in the material have several meanings, which lays the foundation for induction. Secondly, read the material carefully and dig up useful information: before reading the text of the material, pay attention to the suggestive words before or after the text, that is, time, place, person, title or source of the material. After reading the suggestive text, look at the material with questions. When reading, you can look for the key words and useful information of the material, and you can draw them with a pencil. But don't cross it all out, it will waste the time of doing the problem. Pay attention to the key words and symbols in the sentence, such as semicolon (meaning stratification), bracket (explanation), dash (explanation meaning ellipsis), ellipsis (meaning ellipsis) and related words (and, and, but), which are the keys to understanding the material. Moreover, each paragraph has a central sentence to express the main meaning of the paragraph, and other sentences are analyzed and expressed from different angles and aspects. So if you find the central sentence of a paragraph, you can grasp the core of the paragraph. Some central sentences in a paragraph appear clearly in the text of the material. Teachers can guide students to find keywords and phrases from the beginning, middle and end of a paragraph and grasp the central sentence. Some are hidden between words and texts, lurking in the whole paragraph. This implied central sentence requires students to grasp the material as a whole and summarize and refine it accurately through induction and comparison. Of course, some paragraphs have multiple central sentences, which requires students to train repeatedly and refine the central sentences one by one by accurately dividing the paragraphs. On the basis of summarizing the central sentences of paragraphs, the central information of each paragraph is combined and processed, and the central idea of the material is summarized. Helping you understand the meaning of the material is a piece of cake.
Secondly, we need to go back to textbooks. Materials are generally closely related to the knowledge reflected in the text. You can judge the historical period, historical events and historical facts reflected in the materials. Think about how to discuss the content in the textbook, and establish the general direction of answering questions accordingly. Any material can not be separated from textbook knowledge, and the so-called change can not be separated from its Sect.
Finally, sorting out the answers is a very important step, and it is also the most critical step to solve the problem. 1 1 our students in the history college entrance examination reported that they knew the information of the materials but didn't express it clearly, and got a lot of points. A large part of them don't know the information discussed in the materials at all, and their exam results are very poor. The organizational answer is to pay attention to: first, don't copy the materials, but don't move the materials irrelevant and ignore the materials and blindly return to the teaching materials; Third, rhetoric and vernacular articles are piled up without paying attention to language expression.
Pay attention to order, specification, paragraph and refinement when answering questions. Therefore, teachers must strengthen training to improve the accuracy of students' answers. First of all, let the students examine the questions accurately, judge the priorities of the questions according to the scores given, and give different answers. Secondly, strengthen knowledge transfer training, cultivate students' ability to think from multiple angles, and improve the breadth and depth of students' thinking. Thirdly, strengthen the training of students' high generalization ability, and strive to answer simply, express accurately and highlight key words. Finally, the answer language must be expressed according to the requirements of the topic, with strict logic, clear hierarchy, focused answers and series. We must also master historical facts and words, be concise and appropriate, use historical terms, answer "historical flavor", highlight the theme characteristics, do not answer "layman's words", do not exaggerate, do not be fancy, do not wordy, and write neatly and quickly. After the answer comes out, don't relax and be happy too early. You need to read it silently once or twice and revise it repeatedly.
The above points are my personal attempts to use textbooks to train senior one students to analyze historical materials. In the future, history teachers are required to be good at collecting data, be conscientious, and design some wonderful and practical thinking questions by using various material questions, so as to enrich our history teaching content and cultivate and improve students' ability to analyze historical material questions. Starting from the first year of high school, I will do basic training. In short, it is promising to improve the ability of historical data analysis as long as the correct methods, scientific thinking and effective training are adopted.